Lfl 369 
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Copy 1 



EARLY HISTORY 

OF THE 

NASHVILLE 
PUBLIC SCHOOLS 




^^& 





EARLY HISTORY 

OF THE 

NASHVILLE 
PUBLIC SCHOOLS 




it 







%>^' 



LELAITD Hllffi , 

Uashville , lenn 



I.\7 dear Friend : 



Deceiabcr 



I ci-.i cnclosinc iacrcv;itii n, pair.phlet contriinini?j a, 
reprint of the report of ny £r-.ndf -/clicr , Prcf . .Alfred Hu/.ie ,' relat- 
ing to the estiblisliracnt of r. public school systcp for his native 
city, liashville , and I have talccn the li'bcrty'^ of addinr a fore- 
word which I trust Gives some interesting ::,nd v;-luablc^historical 
information about the :iashvillc public school syeten. 

Under the splendid leadership of Trof . H. C Weber, 
Superintendent, and Vrr . H. S. VanDerer , Business ICanaccr , and the 
hearty' cooperation of the ranic -Jicl file of tno princiioals and 
teachers, we can all point with satisfaction and pride to our 
public school systcn; and while we congratulate ourselves on ac- 
count of the efficiency and loyalty of those now co::ipcsing the 
teachmc force, we v;ould be untrue to ourselves if v/e did not also 
recocnize and pay tribute to those who have gone before and who 
have contributed their part tor/ard brin,-;inc the schools up to 
their present very higii standarA. The naiacs of Joshua P. Pearl, 
J. B. Lindsley, CD. Lawrence, S. Y. Caldwell, Z. H. Brovm , and 
J. J. Keyes , former superintendents, anl the larger list of 
former principals and teachers, v/ho have cither gone to their 
rich reward or else retired with their laurels from the activities 
of the school-room, will always be remembered and cherished by all 
those who have the best interests of our schools at heart. 

In conclusion, I vash to say that as an ejrpression 
01 the appreciation of the Hume family for Prof. Alfred Hume, 
whose name has been perpetuated as the ''Pather of the Nashville 
Public School System", it is the .^.esire rjid intention of my 
mother, LCrs . Will ia.m Hume , Sr. , to provide the necessary funds 
for the establishment of a gold medal, to be knov/n as the Alfred 
Hame Iledal , to be awarded annually to a student of the Humc-Pogg 
High School, under the direction and a-oproval of the Su-oerintendent , 
Principal of the Hume-Pogg High School, and the Board of Educa- 
tion. 



Yours very truly , 

LELAxID HIIIE 
Enclosure. 




PROF. ALFRED HUME, 
ISOS— 1853. 



"On some faces there is only a date, on others a history." 
"His life was gentle, and the elements so mixed in him, that 
Nature might stand up and say to all the world, 'This was a 
man'." j i !# 

"He was a patriot, exerting himself in behalf of all the children 
of his native city. Himself a teacher in his own private school, the 
slab that marks his grave in the old city cemetery bears the elo- 
quent inscription : 'The Father of the public school system of Nash- 
ville'. It is a far cry from his little school house on Vine Street to 
this beautiful and commodious structure being erected here. I can 
wish nothing better for the new than there may rest upon it 
throughout all coming years the spirit of the old, the spirit of 
•gentleness and firmness, of sympathy and truth, of strong and 
virile manhood. While every inch a man, there was about him the 
tenderness of a woman. And so I love to think of him associated 
with this fair land of Dixie beneath whose bosom his body sleeps. 
I love to think of his influence as of some exquisite flower that 
lived and grew among you and exlialed sweet fragrance all about, 
a flower that bloomed in rarest beauty here, and in dying, shed its 
blossoms lavishly, lovingly, gently around you and dropped a seed 
in every heart." 

(Concluding sentences of the address of Dr. Alfred 
Hume, Vice-Chancellor of the University of Mississippi, 
upon the occasion of the laying of the corner stone of the 
Hume-Fogg High School Building). 



Jffnrptunrb 



Nashville, Tenn., Oct. 10, 1921. 

This pamphlet is printed in order that the present and 
future citizens of Nashville may be correctly informed re- 
garding the early steps taken in the establishment of the 
Nashville Public School System. 

I esteem it a great honor and at the same time a great 
privilege to have been permitted to serve for many years 
past as a member of the Nashville Board of Education, 
and it is my sincere hope that the Board will continue at 
all times to avoid political entanglements and to look only 
to the best interests of the children who attend the schools, 
bearing in mind that they are to be the future citizens of 
Nashville. 

I am thankful that 1 was privileged to offer the resolu- 
tion which was adopted by unanimous vote of the Board, 
authorizing and requiring the reading of selected portions 
of the Holy Bible daily in each class room and study hall 
in all the public school buildings of the City, for it is my 
belief that the best interests of the children and of the 
community require religious, but not sectarian, instruc- 
tion in our schools. 

The following statement was made, and resolution fol- 
lows : 

Mr. President and Other Members of the Board of Ed- 
ucation of the city of Nashville : 

I wish to offer a resolution which has for its purpose 
and aim the endorsement of a bill which has been intro- 
duced into the Legislature requiring Bible reading in the 
public schools over the State of Tennessee. I can not un- 
derstand the logic of those who oppose the reading of the 
Holy Bible in our schools, provided it is done without sec- 
tarian comment. 



[7] 

Some who raise objection undertake to do so upon the 
grounds that the Constitution of the United States guar- 
antees to every person entire freedom of religious belief, 
and the right to worship God according to the dictates of 
his conscience, and I grant you that this is true, and that 
it should be so, but surely an intelligent knowledge of the 
Holy Bible which ''teaches what man is to believe concern- 
ing God and what duties God requires of man," is not 
violative of the intent or purpose of the Constitution 
either of the great State of Tennessee or of our United 
States, for both contemplate the worship of God. 

Article I, Section III, of the State of Tennessee, reads 
in part as follows : 

"That all men have a natural and indefeasible right to worship 
Almighty God according to the dictates of their conscience." 
which section clearly contemplates the worship of Al- 
mighty God. 

We must all admit that a knowledge of God must pre- 
cede His worship, and that to have an intelligent knowl- 
edge, every youth must receive instruction, cither at home 
or in the school-room, — preferable in both places. 

This should not be a sectarian question. Almighty God^ 
the Maker of the universe, is greater than any party, 
greater than any creed. 

Cardinal Gibbons, of the Catholic Church, is on record 
as f oUow s : • 

"The intellectual and moral growth of our children should go 
hand in hand ; otherwise, their education is shallow and fragmen- 
tary, and often proves a curse instead of a blessing. Piety is not 
to be put on like a holiday dress, to be worn on state occasions, 
but it is to be exhibited in our conduct at all times. Our youth 
must put in practice every day the commandments of God, as well 
as the rules of grammar and arithmetic. How can they familiar- 
ize themselves with these sacred duties if they are not daily incul- 
cated?" 

In the earlier days of our public school life, — in the 
days when I was privileged to attend these schools, it was. 
the custom not only to have Bible reading daily, but t(V 
call upon a certain number of the children each day in ro- 



[8] 

tation to repeat passages of the Scripture from their own 
selection, and many of the proverbs and other passages 
from the Bible that I remember clearest and best are these 
that I learned at that time. 

• Outside of the question of religion, there is no book th^t 
can compare with the Bible in its historical accuracy, its 
philosophy, its asti'onomy, its poetry, its drama, its prov- 
erbs, its laws which have been adopted and incorporated 
by the civilized nations of the world. The teachings of the 
Bible are as applicable to the things of today as to the 
days that have now passed into ancient history. What par- 
ent could object to his child learning by memory thou- 
sands of selected passages from the Scriptures? What 
more beautiful or more true than the first Psalm, or the 
twenty-third Psalm? What novel more interesting than 
the life of Joseph and his brethren, or David, or Solo- 
mon, or Sampson, or Ruth and Naomi, or the history of 
the Hebrew race, the heroic age of the Judges, King Saul's 
relations with Jonathan and David, Absolom's rebellion, 
Elijah's brave words and wonderful deeds? 

I think that the Act passed by the Legislature of Penn- 
sylvania and approved May 20, 1913, reading as follows, 
is perhaps the best enactment on the question of Bible 
readings in the public schools that has been passed by any 
State, to-wit: 

"An Act regulating the reading of the Holy Bible in the public 
schools of this Commonwealth. Whereas, the rules and regulations 
governing the reading of the Holy Bible in the public schools of 
this Commonwealth are not uniform ; and whereas it is in the in- 
terest of good moral training, of a life of honorable thought and 
of good citizenship that the public school children should have 
lessons of morality brought to their attention during their school 
days, therefore, Be it enacted, etc. — That at least ten verses from 
the Holy Bible shall be read, or caused to be read, without com- 
ment, by the teachers in charge; Provided, — That where any teach- 
er has other teachers under and subject to direction, then the 
teacher exercising this authorit.v shall read the Holy Bible, or 
cause it to be read, as herein directed. Section 2. — That if any 
school teacher, whose duty it shall be to read the Holy Bible, or 
cause it to be read, as directed in this Act, shall fail or omit so to 



[9] 

do, said school teacher shall, upon charges preferred for such fail- 
ure or omission, and proof of the same before the governing board 
of the school district, be discharged." 

and I, therefore, desire to make this motion : 

"RESOLVED, That the members of the Nashville Board of Ed- 
ucation are heartily in favor of the passage by the present legis- 
lature of a State law requiring Bible reading daily in the public 
schools of the State, without sectarian comment." 

This pamphlet reproduces iu full the report of my grand- 
father, Prof. Alfred Hume, and I commend the thoughtful, 
careful reading of the report by all those who are fortu- 
nate enough to come into possession of a copy of same. 

Leland Hume. 



Earlg 2|t0t0rg nf ttje Nafilyuilk 
Publtr 0ri|nnla 

In the spring of 1852, when the City of Nashville was 
considering the establishment of a Public School System, 
Prof. Alfred Hume, an eminent teacher of a select classic- 
al school, which was conducted in a frame building on a 
portion of the lot where the Hume-Fogg High School 
building now stands, was commissioned b}' the Maj^or and 
Board of Aldermen, (of which he was a member) to visit 
Philadelphia, New York, Boston and other Eastern cities 
for the purpose of investigating their public school sys- 
tems. 

Having returned and signified his readiness to make 
known the results of his inquiries, he was requested to do 
so in public. Accordingly, on the 26th of August, 1852, he 
appeared before the Board and a large concourse of citi- 
zens at the Odd Fellows Hall, and read a lengthy and 
masterly report, two thousand copies of which were pub- 
lished by the Mayor and Board of Aldermen. The report 
was adopted and made the basis of the present public 
school system. 

The first building was erected on the corner of Broad 
and Spruce Streets, and the building was named in his 
honor "Hume High and Grammar School." His memory 
has been perpetuated as the ''Father of the Public School 
System of Nashville." He was a scholarly man, a close 
student, a painstaking teacher. Little wonder that his 
health was impaired by long hours in the school-room and 
that, at the age of forty-four, in the very prime of his 
manhood, his life was ended, but his work and his in- 
fluence still live. 

He was the son of Kev. Dr. William Hume of Edinburgh, 



[11] 

Scotland, pioneer minister and educator, whose congrega- 
tion organized tlie First Presbyterian Church of this city. 
The personnel of the first Board of Education appointed 
by the Mayor and Board of Aldermen was composed as 

follows : 

Alfred Hume 
F. B. Fogg 
W. K. Bowling 
R. J. Meigs 
Allen A. Hall 
John A. McEwen. 

Much of the unvarying prosperity of the schools is due 
to the fact that they have always been controlled by 
Boards of active, intelligent, discreet men, many of them 
the most distinguished citizens of Nashville. 

When Hon. Albert E. Hill was president of the Nash- 
ville Board of Education, he recommended to that body 
the erection of a monument in honor of Prof. Alfred 
Hume. This recommendation was the unanimous action 
of the Board, and the necessary sum of money was real- 
ized largely through the splendid co-operation and volun- 
tary ofi'erings of the children attending the public schools 
of Nashville and the monument was unveiled, with appro- 
priate ceremonies, on July 28, 1919. The principal speak- 
er was Dr. Alfred Hume, Vice-Chancellor of the Univer- 
sity of Mississippi, and grandson of Prof. Alfred Hume. 

In the year 1856, the lot on the corner of Summer and 
Line Streets was purchased with the proceeds of pros- 
perity donated by Col. Andrew Hynes, and a building 
erected upon it was called by his name. In the year 1859, 
M. H. Howard, Esq., gave to the City a fine lot «m College 
Hill, on which now stands the school house named for him. 

The Trimble School, at 524 South Market Street, was 
so called in honor of John Trimble, Esq., who presented 
the lot on which it stands for school purposes, to the then 
subtown of South Nashville, in the year 1851. During the 
next year the building was erected and a public school 
opened. When, in 1855, the corporate limit of the city was 



[12] 

extended over this territory, the City Board of Education 
took charge of the school. 

In 1865 a lot was rented at the corner of Madison and 
North Cherry Streets, and an old army house purchased 
and removed to it. In 1872 a lot was purchased at the 
corner of North High and Jefiferson Streets, and during 
the next year the Ward school house was built upon it. 

In 1867 the Belle View building was purchased and con- 
verted into a school house for colored pupils. 

On re-opening the schools in 1865 the Hume building 
was found insufficient to accommodate the pupils of that 
district. The city, therefore, purchased a wooden building 
which had been built on South Vine Street by the United 
States authorities as a mess-hall during the war. This 
house was removed to the Hume lot and fitted up as well 
as the character of the material would permit, and was 
used for school purposes until it became untenantable, and 
then the Fogg School building was erected on the former 
play-ground of the Hume School building at the corner 
of Broad and Spruce. These two buildings were subse- 
quently razed and the present High School building was 
erected and named Hume-Fogg, in honor of Prof. Hume 
and Hon. Francis B. Fogg. 

These two men were closely associated in the early his- 
tory of Nashville, and especially in the development of her 
educational interests, and it is very appropriate that their 
names should be linked in connection with the handsomest 
and best equipped public school building in the entire 
South. 

Leland Hume. 



REPORT 



ON THE SUBJECT OF 



PUBLIC SCHOOLS 



IN THE 



CITY OF NASHVILLE 



MADE TO THE 



BOARD OF MAYOR AND ALDERMEN 



BY ALFRED HUME 



AUGUST 31, 1852 



NASHVILLE : 
W. F. BANG & CO.. BOOK AND JOB PRINTERS. DEADBRICK STREET 

1S52 



Nashville, Nov. 9, 1852. 

At a Regular Meeting of the Board of Mayor and Aldermen, of 
the city of Nashville, the following resolution was offered by Aid. 
G. M. Fogg, Esq. and adopted unanimously by the Board, to wit : 

Resolved. By ihe Mayor and Aldermen of the city of Nashville, 
that two thousand copies of the able and satisfactory report of 
Alderman Hume, upon the sul>ject of the establishment of free 
schools in the city, be ordered to be published in pamphlet form. 



REPORT 



To the Mayor and Aldermrn of the City of Xashville : 
Gentlemen : 

In accordance with an order of this Board passed June 
1852, I have visited the cities of Cleveland, Boston, Provi- 
dence, Philadelphia and Baltimore, and examined the sys- 
tem of Public Schools at present in operation in those 
cities, and now beg leave to submit the following report. 

Permit me however, before entering upon the subject, to 
remark that in each of the cities named, I was received 
with great kindness, and every facility afforded for mak- 
ing the investigation I wished. In Cleveland, Boston 
and Providence, the schools were in operation, and the 
' opportunity was given me of visiting them when I chose, 
listening to the exercises of the pupils, questioning them 
myself, and obtaining from teachers and the managers of 
the schools, all the information I might desire. In Phil- 
adelphia and Baltimore, the schools were closed for the 
summer, and of course I had not' the means of seeing the 
I)ractical results of their system. Still those who had the 
control of them exhibited every disposition to aid me in 
getting a knowledge of the system as carried on in those 
cities, by showing their houses to me, the mode of seating, 
ventilating, and heating, as well as giving me their re- 
ports, their rules and regulations, and answering any 
questions 1 chose to ask in reference to their schools. The 
result of tlie investigation I now place before you. 

In all these cities I find the Public Schools engage the 
attention, and enlist the feelings of the great majority of 
the citizens. They point to them with pride, as evidence 



[6] 

of tlieir liberality and intelligence. They look npon them 
as the great engine to break down vice and immorality, 
and as affording most .powerful aid in supporting law 
and good government, so that few, comparatively very few, 
can now be found who will dare to say one word in oppo- 
sition to them. They consider the great problem of the 
possibility of affording a substantial education to all, in- 
discriminately, as now completely solved. To give the 
means of obtaining knowledge to all they believe to be not 
only practicable, but absolutely indispensable to the wel- 
fare of the community, they look upon it as a duty requir- 
ed of them by God the creator, and by their country. One 
of the strongest proofs of the excellence of these schools, 
and their great popularity, is to be found in the fact, that 
the most influential, wealthy and intelligent citizens take 
part in their management, and send their own children 
there to be instructed, in preference to sending them else- 
where. 

In the cities in which these schools have been long estab- 
lished, the beneficial results arising from them can be seen 
by a mere casual observer. In some of them he would be 
astonished to see no signs of disorderly conduct amongst 
the youth of the city ; indeed he would rarely see them in 
the streets or public places; he could hear no vulgar or 
obscene language ; he would see that private property was 
looked upon as sacred, and that quiet and good order 
reigned throughout the place. He might at first suppose 
that this state of things was produced by having a very 
numerous and well ordered police, but when he would con- 
trast the state of these cities with' that of European cities, 
he would be compelled to search for some other more pow- 
erful, although more hidden cause for this happy condi- 
tion. If he should be admitted into their public schools 
and witness the lessons of morality and virtue there incul- 
cated, and if he could see the thousands and tens of thou- 
sands of children in these scliools Avho are being trained up 
to make virtuous and intelligent citizens, and then consid- 



[7] 

er how many thousands of those occupj'ing distinguish- 
ed places in these cities, were themselves trained in these 
same schools, he would no longer wonder at the good order 
and quiet around him. He would at once see that the boys 
and girls thus trained and thus educated, formed a stand- 
ing army far more powerful and effective than all tlie po- 
lice officers, and military garrisons, on the earth. The ef- 
fects of these schools upon the foreign population, is a 
feature well worthj' of our attention. I am convinced that 
were it not for this system, it would be utterly impossible 
for us to preserve our government in its present form for 
a great many years. When we see the vast numbers of ig- 
norant, degraded and vicious foreigners thrown annually 
upon our shores and crowded into our cities, it might well 
strike us with alarm. But by the system of Public Schools, 
this danger is almost entirel}^ removed. The children 
of these foreigners are placed in these schools, they are 
there cared for, taught those branches of education which 
will enable them to attend to some business, and the par- 
ents are reached by means of their children. Great num- 
bers of their children are reared up to be useful members of 
society, becoming producers instead of consumers, defend- 
ers of law and, order instead of outbreakers and plunder- 
ers. And the cost to these cities of educating and prepar- 
ing these beings for usefulness, is nothing compared with 
what it would cost them to convict them of crime and 
punish them, which would necessarily have to be done, 
were not the other course pursued. And let us not suppose 
that we have nothing to do with this point ; let us not 
think that because we are situated far inland, we are in no 
danger from this source. If we entertain any such 
thoughts, we will find ourselves most woefully deceived. 
Let once the great system of Rail Koads, now in contem- 
plation, be completed, and 30U who have not seen their 
practical effect, will be perfectly astonished at the im- 
mense influx of foreign population. Instead of coming 
here then in small companies, they will flow in ui)on you 
bv hundreds at a time. 



[S] 

You have but to travel ou these roads and observe for 
yourselves, and jou will be satisfied that this is no exag- 
geration. It will soon become then, to us, a serious ques- 
tion what provision must be made for them. And although 
the citizens of Nashville have attempted to make ample 
provision to educate all that may be in her bounds, yet I 
fear the result in regard to this kind of population. I fear 
they will be upon us before we are fully able to meet the 
demands that will be made upon us. We have however no 
alternative, we are compelled to receive them, and we must 
educate them in self defense. 

I wisli it distinctly understood, however, that these Pub- 
lic Institutions not only furnish a good education to the 
poor, the needy and destitute, not only to the children of 
foreigners, but the offspring of the most wealthy and in- 
fluential citizens are educated in the same schools. And 
why is this the case? This you will perceive was a ques- 
tion of importance to us, and therefore I examined the 
subject well; I inquired of many, of men who were con- 
nected with these schools, and of those who had nothing to 
do with their management. The answer uniformly was, 
because all are fully convinced of the great excellence of 
the Public Schools, because they have a guaranty that the 
teachers are competent men, and that no superficial work 
can be done in those institutions. If then such be the 
character of the Public Schools, are there any private insti- 
tutions in existence, and if so why have they an existence, 
and whence do they derive support. The answer was that 
there were private schools of male a few, of females manj' 
— and the latter were well supported. Before I assign the 
reasons given for the establishment and continuance of 
these schools, I wish to make two remarks. The first is, 
that I was aware the greatest difficulty we would have to 
contend with in founding and building up this scheme, 
would be found to be just here. The question is constantly 
asked, will men of wealth and high standing support these 
schools ; can we expect that they will allow their children 
to be taught at the public expense, and to be placed on a 



[9] 

footiug of equality with the children of the poorest and 
most obscure? Even now, before a plan has been adopted 
by your body, before you have even selected sites for build- 
ings, we have men who predict its failure; who, if we nmy 
be allowed to judge from their language, seem anxious that 
the effort should fail, and bury its projectors and founders 
with it. This however is nothing new under the sun. The 
system has been^opposed, most violently opposed, in all 
places where it now flourishes. Many have been found in 
every place who labored to strangle it in its infancy, by 
defaming and degrading it, but it has signally triumphed 
everywhere, where it has had a fair trial, and certainly its 
most bitter opponents here would allow it to have that 
trial, and let it stand or fall by its own merits or demerits. 
With a fair trial its friends are fully satisfied. There is 
no fear of the ultimate success of these schools even here ; 
there is no fear but that they will command public favor, 
and public admiration. The other remark is, that there 
was no hesitation on the part of any gentleman to whom 
this question was put in giving a direct answer, and the 
reasons assigned by difterent individuals, were different — 
proving conclusively, that there were manj^ causes for the 
existence of private schools, and yet none of them injur- 
ious to the character of the Public Institutions. 

The reasons assigned for the support that private male 
schools obtained were: 1st, that there were some parents 
warmly attached to the principals of these schools, who 
had been engaged for many years in the profession, and 
were either unable or unwilling to be connected witli the 
Public Schools in that capacity, and those parents on ac- 
count of personal attachment, continued to send their sons 
to them. 2nd, many persons who do not reside in the cit- 
ies, prefer sending their sons to those schools in them, not 
being able to get them into the Public Schools. ;>rd, some 
must necessarily become dissatisfied with the public in- 
stitutions, for there are some individuals so constituted 
that they are never satisfied with any thing. The last rea- 
son I shall assign is the most weighty, and j'et is a high 



[10] 

comnieiidation on the public school. There are some par- 
ents who are indulgent towards their children, who cannot 
bear that they should be placed under strict discipline, 
and be forced to go through the course prescribed in the 
Public Schools, so perfectly and thoroughly as they would 
there be compelled to do, or to lose cast. These men will 
not send their sons to these institutions, but vainly hope 
to raise them to the same platform by a shorter and less 
laborious route. This class is tolerably numerous. It will 
be seen that not one single reason given here, is derogatory 
to the character of the public schools, and that the last one 
is highly honorable to them. Any one who had witnessed 
the great degree of scholarship exhibited by the boys in 
the Latin and English High Schools there, would be satis- 
fied that those schools would by no means suit the indo- 
lent, the lazy or the superficial. In reference to the estab- 
lishment of female schools by private individuals, my ex- 
amination was not so satisfactory, I wish to be perfectly 
candid on this subject, I wish you to know the exact state 
of the case, it is due to you and to our citizens that all 
these matters should be fairly discussed. There are then 
many large and flourishing female scliools in many of 
these cities, in which tlie Public Schools exist. Great 
numbers of parents of wealth and high standing have their 
daughters educated entirely at the Public Schools, yet 
there are others who will not send theirs to these schools 
when they get beyond the age of 10 or 12 years. The 
reasons in this case are widely different from those in the 
other. This is the result of pride and aristocratic feeling 
in a great measure, which have their influence every where. 
The very wealthy there and the very exclusive classes, do 
not as a general thing send their daughters to the Public 
Schools after they have arrived at a certain age; before 
that almost all of them are found in the Public Institu- 
tions. With the exception of these classes, all are educat- 
ed in the Public Female Schools. It is however a singular 
fact and worthy of remark, that there is in the city of 
Boston, a gentleman who has a very largie and prosperous 



[11] 

female school of his own, and yet is a member of the Gram- 
mar School Board, and seems to take as deep an interest 
in the success and prosperity of the Public Schools, as any 
other member of the Board, and indeed speaks in as high 
terms of them. 

The effect of the Public Schools, however, upon these 
private institutions has been very salutary, in as much as 
it has forced them to elevate the standard of education, 
and to do the work in a more thorough manner. This will 
be seen to be a natural result, for if the private schools 
should sink very far below the standard of the Public 
Schools, they w^ould necessarily go down. We need not 
hope here for any different state of things, however excel- 
lent our Public Schools may become, nor do I think that 
it would be at all desirable. There is not necessarily any 
clashing of interests here, and both institutions may exist 
and be mutually beneficial. 

It may be profitable here to give a few reasons to prove 
that Public Schools can be made from the nature of the 
case, superior to private schools. I consider this point as 
a very important one for us, as it is only on the ground of 
the superior advantages of these public institutions that we 
could hope for the support of all classes of our community. 
In the first place then, it is easily seen by all, that it is 
much more easy for the public to erect buildings suitable 
for schools, and to furnish them with all necessary furni- 
ture and apparatus, than it is for an individual, so to do 
This will be more apparent when I state here, that many 
of the School Houses in the East, with the sites upon 
which they stand, have cost not les"* than |5(),000 to |70,- 
000. All men know the great advantage of having build- 
ings exactly suited to the business to be carried on in 
them. This, then, of itself is no small advantage. The 
apparatus necessary, I would say, indispensably neces- 
sary for an English or Latin High School, is also costly ; 
and few private individuals can afford to purchase it. In 
addition to this, no one is admitted as a teacher in a pub- 
lic school, until he is subjected to a rigid examination, not 



[12] 

ouly on the sciences he is expected to teach, but also on the 
art of teaching itself. He must necessarily be a man of 
fine moral character, and fully able to control himself; 
hence the community have the greatest surety that in 
these schools are found the most experienced and skillful 
teachers. A point of vital importance to all. The teachers 
are able to perform better work in these institutions than 
they could be expected to do elsewhere, — they are not un- 
der the influence of parents at all — they feel themselves, in 
one sense, independent ; and are at liberty to pursue that 
course which their own judgment dictates to be the best 
to secure the end in view. Their great object, indeed I 
may say their whole aim, is to prove their skill and fidelity 
by making the very best of scholars. They feel if they can 
do this, if they can arouse mind to action, direct it proper- 
ly, develop its powers, and train it thoroughly, — if they 
can control the passions, and subdue the temper, and 
mould the character of those committed to their care, they 
have done their whole duty, and their reward is sure, their 
place is certain. Again: the government in these schools 
is more uniform, and the course of instruction the same. 
The government not being given up to the whims of teach- 
ers, but general rules being fixed by a higher power, the 
course of instruction is also laid down by the same power, 
and not to be changed except by that power. Teachers 
are not here burdened with teaching all branches of an 
education. Each one has his own department, and in this 
he certainly can become better and better skilled every 
year. On this system there is not the slightest inducement 
to exercise partiality for one over another. All stand on 
the same footing. Every one is estimated by his individ- 
ual merits. An old and experienced teacher of one of these 
schools in Boston remarked, that Public Schools, properly 
conducted, present to us the ouly model of true Republi- 
canism, that is to be found in the world. The son of the 
poorest and most obscure individual receives here as much 
attention and regard, as the son of the richest and most 
powerful. And if the poor boy by his labor and applica- 



[13] 

tiou becomes the best scholar, he is instantly preferred to 
the other. He went on to say that he would not undertake 
to train pupils as thoroughly, and produce as good schol- 
ars, under any other circumstances, for although we may 
all boast of independence of thought and action, yet we 
are all more or less influenced by the peculiar position we 
occupy, particularly when we feel that our own support 
and that of others dependent on us, rests upou the whims 
and fancies of individuals. 

I will here relate a case that has an immediate connex- 
ion with this point. A gentleman dissatisfied with the 
course of instruction as laid down, applied to the Princi- 
pal of the Latin High School in Boston to permit his son 
to omit one single branch of study, as he was under the 
impression that it required too much labor, and was not of 
any real practical use. The principal informed him that 
he himself had no power (^ver that matter, that if the 
Board of Education should direct him so to do^ he would 
obey them. The Board however was far from granting 
any such request, and the gentleman found himself under 
the necessity of letting his son go through the usual course 
or of removing him from the school. Of the two alterna- 
tives, he preferred the former. Suppose such a case had oc- 
curred with a i>rivate teacher, under certain circum- 
stances, we can all readily say, what would have been the 
result, and by tlie omission of one branch of a science, we 
can easily foresee what would have been the effect upon the 
pupil in that science, and farther still, if difficulty in ac- 
quiring a knowledge of a science was a good reason for 
omitting it, then every science would have to be omitted. 

I mention above that in these schools the sons of the 
rich and the poor, of the powerful and of the weak, stood 
upon the same footing; and that it not unfrequeutly hap- 
pened that the poor boy was more honored than the rich 
one. The effect, of this state of things is not to produce 
any dislike on the part of the rich towards the poor. Many 
facts of very interesting nature were related to me to show 
what a happy inthience was often times exerted by this 



[14] 

mingiing of the classes together. One of these I beg leave 
here to repeat, even at the risk of being accused of tedious- 
ness. ''Two boys, one the son of a very rich man and the 
other the son of a poor widow, were in the same class and 
occupied the same *^esk. They w^ere very warm friends 
notwithstanding the fact that the poor boy was the better 
scholar, and in their contention for prizes uniformly came 
off victor. At one time the widow became quite ill, and, 
owing to her extreme poverty, was unable to procure those 
little attentions and comforts so necessary to the sick. 
The situation of the mother produced a very serious effect 
upon the son. He became unable to pursue his studies 
with that avidity and eagerness which he had before 
shown, and of course this excited curiosity on the part of 
his young friend to learn the cause of the sudden change. 
As soon as he became aware of the state of the case, he 
informed his mother, and she immediately supplied all 
things necessary to make the widow comfortable, and re- 
store her liealth, without subjecting her to the mortifica- 
tiou of seeking relief from the public. Instances of simi- 
lar character occur frequentl}', and all can see without a 
word more upon the subject, the happy effects produced by 
this state of things." 

To sum up in a few words the advantages of the Public 
over Private Schools permit me to repeat : 

1st. Buildings perfectly adapted to schools can be erect- 
ed by the public. These buildings can be furnished in 
better style, with all necessary furniture and apparatus. 
Teachers of the highest qualification can be procured al- 
ways. Better work can be demanded of them, because 
they will be independent of the influence of parents, and 
because they will be compelled to teach a fewer number of 
sciences. 

And lastly : Public Schools can be subjected to a much 
more rigid examination than any private schools can pos- 
sibly be. 

Having dwelt long enough upon these general topics, I 
will proceed now to that which more immediately inter- 



[15] 

rfsts this Board aud the commuuity at large, to wit: The 
general orgauizatiou of these schools, the course of studies 
pursued in them, the discipline, and the probable effect of 
their establishment in our city. 

In entering upon this branch of my subject I beg leave 
CO say, that although I admire the organization of the 
Public Schools in Providence, Philadelphia and Balti- 
more, and although I am fully satisfied of the excellent re- 
sults in each one of those cities, yet from the fact that the 
schools of Boston are on all hands confessed to be equal, if 
not superior to any in the Union, and that I myself was 
better pleased with their system, I shall confine myself to 
describing the organization of the. Schools of Boston, the 
course of study prescribed there and recommend the 
adoption by this Board of a plan in some respects similar, 
modified only by the peculiar circumstances surrounding 
us. I would remark, however, that the schools in all these 
cities are in some respects similar, and we could not go far 
astray in making ours correspond to any one of them. 

In Boston there is a Board composed of men elected by 
the people, called the Grammar School Board. This 
Board has the power of electing teachers, fixing their sal- 
aries, adopting the course of studies to be pursued in each 
Division of the Schools, prescribing the text books to be 
Used, of examining the pupils quarterlj^ and publishing 
the result of that examination. They are also empowered 
to dismiss teachers that are found to be incompetent, or 
neglectful of their duties, or guilty of cruelty to pupils. It 
is made their duty to have a general care of the buildings, 
to recommend to the Aldermen and Common Council of 
the city to make appropriations for repairs, for additional 
furniture or apparatus, or for new buildings. I find the 
schools are entirely under their control, aud every thing 
connected with these institutions, except they have no 
power to appropriate any moneys from the public treas- 
ury. This belongs exclusively to the corporate authorities, 
as it ought of right to do. In addition to this the Gram- 
mar School Board elects annuallv what is called a Pri 



[16] 

mary School Board. This Board takes charge, particular- 
ly, of the Primary Schools, exainiuing these institutions 
quarterly, and reporting to the Grammar School Board. 
This latter Board is responsible to the former, and only 
recommends measures for their adoption. There is an- 
other office connected now Avith these schools called Su- 
perintendent of Public Schools. His duties are varied and 
laborious. It is made his duty daily to examine the pupils 
of the schools, confer with the teachers, advise with them 
in reference to their mode of teaching, and make any sug- 
gestions to them that he may deem beneficial to the teach- 
ers and pupils. He is under the control of the Grammar 
School Board, makes his reports to that body, and is di- 
rected by them to perform any other duty connected with 
his office. This is what they term the organization of the 
Public School System. 

I would recommend to this Board the creation by law 
of a Grammar School Board, to be composed of a limited 
number of men, to be chosen by the people, at the same 
time that they elect the Mayor and Aldermen ; also, that 
this Board elects annually a Superintendent of Public 
Schools, whose duties shall be clearly defined, and who 
shall be under the direction of the Grammar School Board. 
This Grammar School Board, clothed by law with the 
powers specified above, together with the Superintendent, 
will be amply sufficient for all present purposes. 

The schools themselves are divided into Primary, Gram- 
mar and High Schools. Some add Intermediate Schools, 
occupying a middle place between the Primary and Gram- 
mar Schools. Of these I will speak in another place. In 
several cities we find Normal Schools existing, which are 
considered indispensably necessary to complete the sys- 
tem. This is undoubtedly true. We will be compelled 
after a time to train our own teachers, but for the present 
I cannot recommend to you the establishment of these 
schools. We must not attempt too much at once, for fear 
we fail in doing any thing at all. 

The Primary Schools are intended for all children be- 



[17] 

tweeu the ages of four and eight years. These little ones 
assemble in the rooms appropriated to their use, properly 
seated, well ventilated, and large enough to accommodate 
from 55 to 00 })upils. Experience has proved that one 
teacher can properly instruct that number, all being near- 
ly of the same age, and very little difference in their at- 
tainments. Here they are taught to read well, to spell ac- 
curately, and are instructed in mental Arithmetic, yocal 
music, and the simple elements of drawing. They are also 
instructed in practical Arithmetic, so far as through the 
four fundamental rules. But the greatest good effected by 
these Primary Schools is, that they train children to obe- 
dience to parents and teachers, to love order and quiet. 
Good moral instruction is here given to the very young. 
Virtuous conduct commended and rewarded, vice frowned 
upon and punished. Children who passed through these 
schools with credit, have an excellent foundation to build 
upon when they enter the Grammar School. Primary 
Schools are divided into a few classes, according to ad- 
vancement, and every year one class passes from the Pri- 
marj^ to the Grammar School. 

Before I describe the Grammar School, I wish to say 
one word with regard to Intermediate Schools. These in 
Boston are essentially the same as the Primary, the only 
difference being, in the fact, that the children composing 
those schools are over eight years of age. The branches 
taught in them are the same as those taught in the Pri- 
mary, but it frequently happens that parents move into a 
city, and have children over that age, who are entirely ig- 
norant, and provision must be made for them some where. 
These boys and girls are too old for the Primary Schools, 
and are by no means qualified to enter the Grainmar 
Schools, and hence the establishment of the Intermediate 
Schools. It is very certain we will be obliged to establish 
one or two of these schools in our place. I will remark, 
however, that in some cities, these schools are of a differ- 
ent character, and that ])U])ils pass from the Primary into 
the Intermediate, and from then into the Grammar 



[18] 

Schools, but I see no necessity for this arrangement, and, 
indeed, no possible advantage to be gained by it. • 

We pass then into the Grammar School. This school is 
divided into various classes under different instructors; 
those in the lowest class are composed of pupils from the 
Primary and Intermediate, who have gone through the 
course prescribed there, have been examined by the Board, 
and pronounced qualified to enter the higher department. 
The highest class is composed of those who are candidates 
for admission into the High School, either the Latin High 
School or the English High School, according to the 
wishes of the parents. Also, of those who complete their 
course of instruction here altogether, and who go thence 
to learning some trade, or to being engaged in some mer- 
cantile business. The branches taught in the Grammar 
Schools are English Grammar, including Composition, 
Geography, including Map drawing and the use of the 
Globes, History, Arithmetic, Algebra, Natural Philosophy, 
Chemistry, Vocal Music; and in the Female Department 
Instrumental Music. Drawing is also an important 
branch. I might mention several other things taught 
here, but these are the chief branches and the most essen- 
tial. The course in these sciences is extensive and very 
thorough. 

The next schools that we enter are the English and Lat- 
in High Schools. These schools afford the means of a very 
extensive and thorough education in Mathematics, Nat- 
ural Philosophy, Chemistry, French and Spanish Lang- 
uages, together with the Latin and Greek Languages, and 
the branches of learning necessarily connected with them. 
They are, as I have hinted above, distinct schools, a pupil 
does not neces»iirily have to pass through the one to be ad- 
mitted to the other. 

You have now before you the organization of the schools, 
the divisions that are made, the course of instruction 
adopted in them. You will see at a glance that the pro- 
visions made for education in these cities are on a noble 
scale, of the most liberal kind. It remains for me to say a 



[10] 
few words with respect to the discipline kept up in them, 
and the probable etfect of their establishment in our city. 

The pupils of these schools are trained to keep perfect 
order and quiet; they are governed by kindness, yet the 
government is firm and uniform. No cruelty is at any 
time allowed, and no favoritism of any sort. In the Male 
Schools, the rod is sometimes resorted to, but not often. 
If boys or girls are found to be ungovernable and not will- 
ing to submit to law at all, they are necessarily expelled 
from the school. This, however, is of very rare occurrence. 
The system of Medals and Prizes, and what they call Di- 
plomas, which are mere tokens of approbation, given pub- 
licly at the end of each term, is found to be a powerful 
incentive to labor, and good deportment. But I think the 
great interest that parents themselves, and citizens gen- 
erally, take in these schools, makes them what they art. 
All persons visit them at any time and at all times, when 
in session. And at examinations and exhibitions of these 
schools, their halls are crowded with visitors. We can, 
bej'ond all doubt, excite as much interest in our citizens, 
and if so, we can have schools in every respect equal to 
theirs. 

As it regards the effect their establishment may produce 
upon the general interests of the city, I do not think it nec- 
essary to say much. If, however, it is true, that these 
schools have increased rents, and have induced men of 
property to build houses for the accommodation of renters ; 
if they have debarred mechanics and other worthy citizens 
from removing from cities; and if these things have been 
found to be true, and even noticed in cities containing 
from 150,000 to 400,000 inhabitants, what do j'ou suppose 
will be the result here in our small city, where there is so 
much ground still unimproved? And yet I was assured 
b}'^ a gentleman in Philadelphia, that many worthy men 
had told him that they would remove from that city, were 
it not for the fear of ruining their children because of a 
want of means to educate them in the West. This single 



[20] 
remark, however, is euough for all thinking men on this 
subject. 

One point still remains for me to speak of in connexion 
with Public Instruction, and a very important one it is 
for us to know, and that is what these schools will cost 
the city per annum. 

The cost per pupil varies very much in different cities. 
In Boston the cost per pupil is from ten to twelve dollars 
per annum, and in some instances more than that, even 
reaching as high as fifteen dollars. In Providence it aver- 
ages a little over six dollars per pupil. In Philadelphia 
between seven and eight dollars. Boston is perhaps the 
highest and Providence as low as any other. In Boston 
they are very liberal in point of salaries, the citizens very 
properly think that they cannot secure the services of able 
and experienced teachers without giving high salaries, 
and they will have the very best teachers that can be pro- 
cured. I have estimated our pupils at 1000, and the cost 
per i^upil to be ten dollars per annum, so that the present 
expense will not be over |10,000 per annum. We have a 
fund sufficiently large to cover this expense, when once we 
get the buildings ere^'+ed and furnished. 

I would recommend, then, to this Board the appoint- 
ment of a Building Committee, three of their own number, 
who should immediately select a site for a School House, 
adopt a plan for the building, and at once enter into con- 
tract with mechanics to execute the work. 1 urge upon 
them the necessity of erecting at present but one fine 
building capable of accommodating between seven and 
eight hundred pupils, furnished with all things necessary 
for a school. This building sliould be so arranged as to be 
suited for a Grammar and High School, for both sexes. 
It can be so built as to have every advantage of two se])- 
arate houses. The entrance for males and females entirely 
distinct, the grounds appropriated to each separate. I ad- 
vise this plan simjdy because we are not at present able to 
erect two of these houses, and I am sure I can satisfy any 
one that feels an interest in the subject, that this one build- 



[21] 

ing will secure every thing desired for the two sexes. In 
addition to this, I advise the building or renting, (prob- 
ably the latter will be the cheaper,) of four houses, suit- 
able for the Primary Schools, in convenient parts of the 
city, for the benefit of small children. 

In respect to the main building recommended here, I 
would remark, that with some little hesitancy I procured 
a draft of one that I thought best suited for that purpose, 
which plan I hope the Committee may be as well pleased 
with as myself, and consequently will adopt. But what- 
ever may be the plan, by all means have the building so 
constructed that you will never wish to have it changed. 
One of the greatest errors committed by us in times past 
is, that we have always commenced things on too small a 
scale, only looking to the present state of our city, instead 
of its future greatness. 

1 will again recapitulate, in tew words, the recommen- 
dations contained in this report. 1st. The creation by law 
of a Board, to be called the Grammar School Board, to be 
composed of men elected by the people, whose duty it shall 
be to attend to the entire school interest, having all pow- 
ers in the matter save the appropriation of moneys. The 
creation of the office of Superintendent of Public Schools, 
the officer to have his salary fixed by this Board, and his 
duties clearly defined. The appointment of a Building 
Committee, whose duty has been already specified. This 
plan, it will be seen, if carried out, will secure to us the 
advantages of these schools in the short space of twelve 
months from this time, or at farthest by the 1st of Jan- 
uary, 1854. 

I cannot close this long, and, I fear, tedious report 
witho.ut repeating to you a warning often given to me by 
a very intelligent gentleman in Baltimore, who is the main 
prop of the whole system in that city, and who feels a deep 
interest in the success of the scheme : — "Beware how you 
begin the system. Be sure you begin right. Spare no 
pains or expense to put your schools on the proper basis 
at first. It is much easier to put things right at first, than 



[22] 

to get them right wheu ouce begun wrong. Be liberal in 
your views, aim high — and success is sure." I understood 
him to mean that we should have our buildings of the best 
kind, well furnished, and rendered attractive by all things 
around and in them ; that we should employ the very best 
teachers; adopt a liberal plan of education; pass rigia 
rules for the government of these schools; enforce strict 
discipline ; demand a high degree of scholarship, and under 
no circumstances permit any one to pass from an inferior 
to a superior class until perfectly prepared to do it. 

If this course be adopted and adhered to, I am certain 
that in a short time, you will find all opposition with- 
drawn, you will find, then, your Public Schools command- 
ing the admiration of your own citizens, and alluring per- 
sons from a distance to come here to enjoy the benefits oi 
these institutions. 

It will be observed that according to the plan I have 
recommended, the success of these schools will depend 
mainly on the action of the Superintendent and Board of 
Education. It is indispensably necessary that the men 
composing this board, should be men of high intellectual 
culture, and well acquainted with the wants of the com- 
munity. They will require great firmness and determina- 
tion in the beginning, and continued operations, of these 
schools. For having once fixed the course of study for 
each department, and what shall be required of pupils to 
allow them to pass from a lower to a higher class, they 
will find it very difficult to resist the entreaties of parents 
and pupils, to permit the violation of the rule that may be 
adopted, and if they once suffer themselves to be influenc- 
ed in this point, there is an end at once to all perfection, 
and of consequence, the schools lose character and 'popu- 
larity. I consider this [)oint one of the most important 
connected with the system. The very thorough education 
acquired at these schools is the only passport to public 
favor, and if they fail in this vital particular, the whole 
system is destroyed. I notice in some of the cities where 
these schools exist, it is not a verv unusual thing for one 



[23] 

half of those applying for admission into a High School 
to be rejected ; and let it be remembered, that the rejection 
is not upon the ground of ignorance of the sciences re- 
quired, but that those applying for this favor, are not per- 
fectly familiar with them, and consequently they would 
not be able to perform the work .required in the High 
School. 

There is a very wide difference between being able with 
great difficulty to do a thing, and doing it with ease and 
celerity. All men who are practical Teachers are aware of 
this, and how much a pupil's advancement in knowledge 
is retarded for want of a perfect acquaintance with the 
principles of the science he may be studying. I will say 
again that here lies the danger to our system, and we must 
be on our guard more especially at the beginning of this 
great system. The course will no doubt produce at first 
great dissatisfaction, and sore disappointment, for it is 
very probable that many who might apply for admission 
to the High, would be found unfit to enter the 2nd or 3rd 
division of the Grammar School, and probably some might 
ever be denied admission into a Grammar School at all. 

Many will perhaps look for a perfect revolution in the 
whole educational system of our country here at once; 
these will be sadly mistaken. Before we can properly es- 
timate the great advantages of this system, we must have 
time at least to pass pupils through the Primary and 
Grammar Schools, and prepare them for the High Schools, 
and then it will be proper for us to expect to see all ad- 
mitted there, of the character we would desire. I have 
travelled out of my road to make these remarks, because I 
deem them of great importance to your body, but more 
especially to the community. 

One suggestion more, and I am done. In the city of 
Boston it 19 customary to give names to their schools, and 
we find almost every school bearing the name of some one 
of their gr<>at and distinguished men, men who occupied 
during their lives high places, and were distinguished for 
their patriotism, their philanthrophy and liberality. 



[24] 

Hence we hear of the Adams School, the Bigelow, Bow- 
doin, Boylstou, Brimmer, Eliot, Eudicott, Franklin, Chap- 
man, Hancock, Quincy, Winthrop Schools, and many, very 
many others. It struck me that we had many excellent 
men in our midst, men too of ample means, whose names 
should be identified with our city, and should be handed 
down to posterity with honor. If, then, some of these no- 
ble men would step forward and give substantial aid in 
the establishment of these schools, I for one would vote to 
have their names associated with our Public Schools, en- 
graved on the walls, and in the hearts of our citizens. 
And if this can be done, I would then recommend the 
erection of two large and commodious buildings, one for 
males and the other for females, which circumstance 
would of itself enable us to begin on a better scale, and to 
assume from the start a more commanding position. Cer- 
tain am I that we ought to be able to find four men in our 
City of Rocks whq would contribute from $10 to |20,000 
each to aid in this great enterprize. And there is as little 
doubt in my mind that they would do it if they could fore- 
see the results that would follow from their liberality, if 
they could know that many thousands of our race would 
be saved from infamy and disgrace, and elevated in the 
scale of being, would be made useful and valuable citizens, 
increasing the wealth and honor of our city, and becoming 
themselves aiders in this same noble undertaking. 



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